Human Rights Courses

This civilizations sequence introduces students to the critical study of human rights, through interdisciplinary texts presented in a mix of historical and conceptual units. The first quarter opens with a unit on universality, human dignity, and human rights as these concepts came to play a role in the politics of the new United Nations and the political practice of domestic social movements. It is followed by three thematic clusters, “Bearing Witness and Testimony”, that explores the different ways that witnessing and testimony figures in the politics of post-atrocity and memory; "Anti-Slavery, Humanitarianism, and Rights" that explores possible prefigurations of human rights politics in earlier practices of anti-slavery and humanitarian concern; and "Declarations as a Human Rights Genre” that explores the genre of rights declarations, rooting The Universal Declaration of Human Rights, in a longer tradition, reaching back into the late 18th century. 
 
This course is part of a 2-part sequence and satisfies a civilizations sequence requirement. If not used to satisfy that requirement, the course may be used to satisfy Human Rights Major Requirements as an elective in any stream.

The US Supreme Court's 2022 decision in Dobbs v. Jackson Women's Health Organization has sharpened our awareness of the perils that besiege our reproductive futures. This course offers a deep dive into comparative reproductive justice theory and practice rooted both in unique cultural particularities and in globally resonant issues and challenges. While exposing students to the foundational texts shaping the reproductive justice movement, the course shall engage critically with the possibilities and limitations of a rights-based framework and the challenges and liberatory potential of a justice-based approach to reproductive decision-making. Drawing from literature and media from across the world, the course shall provide global perspectives on issues as varied as contraception, assisted reproductive technology, mass sterilization, and family leave, along with scholarship and resources from the US. While engaging critically with theory, the course shall also provide practitioners' perspectives through guest lectures by ethnographers, lawyers, and healthcare professionals working in the field. This course counts as a Foundations course for GNSE majors. 

This course examines basic human rights norms and concepts and selected contemporary human rights problems from across the globe, including human rights implications of the COVID-19 pandemic. Beginning with an overview of the present crises and significant actors on the world stage, we will then examine the political setting for the United Nations' approval of the Universal Declaration on Human Rights in 1948. The post-World War 2 period was a period of optimism and fertile ground for the establishment of a universal rights regime, given the defeat of fascism in Europe. International jurists wanted to establish a framework of rights that went beyond the nation-state, taking into consideration the partitions of India-Pakistan and Israel-Palestine - and the rising expectations of African-Americans in the U.S. and colonized peoples across Africa and Asia. But from the beginning, there were basic contradictions in a system of rights promulgated by representatives of nation-states that ruled colonial regimes, maintained de facto and de jure systems of racial discrimination, and imprisoned political dissidents and journalists. Cross-cutting themes of the course include the universalism of human rights, problems of impunity and accountability, notions of "exceptionalism," and the emerging issue of the "shamelessness" of authoritarian regimes. Students will research a human rights topic of their choosing, to be presented as either a final research paper or a group presentation.

In this class, we explore the philosophical foundations of human rights, investigating theories of how our shared humanity in the context of an interdependent world gives rise to obligations of justice. We begin by asking what rights are, how they are distinguished from other parts of morality, and what role they play in our social and political life. But rights come in many varieties, and we are interested in human rights in particular. In later weeks, we will ask what makes something a human right, and how human rights differ from other kinds of rights. We will consider a number of contemporary philosophers (and one historian) who attempt to answer this question, including James Griffin, John Rawls, John Tasioulas, Samuel Moyn, Jiewuh Song, Pablo Gilabert, and Martha Nussbaum. Throughout we will be asking questions such as, "What makes something a human right?" "What role does human dignity play in grounding our human rights?" "Are human rights historical?" "What role does the nation and the individual play in our account of human rights?" "When can one nation legitimately intervene in the affairs of another nation?" "How can we respect the demands of justice while also respecting cultural differences?" "How do human rights relate to global inequality and markets?"

The aim of this course is to explore the tensions and convergences between two of the most profoundly important areas of environmental philosophy. "Ecocentrism" is the view that holistic systems such as ecosystems can be ethically considerable or "count" in a way somewhat comparable to human persons, and such a philosophical perspective has been shared by many prominent forms of environmentalism, from Aldo Leopold's Land Ethic to Deep Ecology to the worldviews of many Native American and Indigenous peoples. For some prominent environmental philosophers, a commitment to ecocentrism is the defining test of whether one is truly an environmental philosopher. "Environmental Racism" is one of the defining elements of environmental injustice, the way in which environmental crises and existential threats often reflect systemic discrimination, oppression, and domination in their disproportionate adverse impact on peoples of color, women, the global poor, LGBTQ populations, and Indigenous Peoples. Although historically, some have claimed that ecocentric organizations such as Greenpeace have neglected the problems of environmental injustice and racism in their quest to, e.g., "save the whales," a deeper analysis reveals a far more complicated picture, with many affinities and alliances between ecocentrists and activists seeking environmental justice. 

The aim of this course is to investigate the ways in which ethnographers have dealt with questions of human rights and humanitarianism. While ethnography is the hallmark of anthropology, it has gained popularity in recent years in other fields of social science, from sociology to political science. Over the course of the quarter, we will discuss what makes a human rights ethnography and what we can learn about human rights from the perspective of ethnography. Rather than reading chapters and articles, we will focus on excerpts of full ethnographies. The purpose of this is to delve into the nitty-gritty details of living with (or without) human rights. Students will not only learn about human rights from an ethnographic perspective, but they will also gain familiarity with ethnography as a genre.

This workshop is for Human Rights Majors who are either writing a BA Thesis or doing a Capstone Project. It is informally scheduled and meets roughly every other week in Autumn and Winter Quarters. Participants will receive training in scholarly and other skill sets needed to complete the projects; they will workshop their theses and projects with one another and their praeceptor, receiving critical feedback; and they will collectively problem solve. The workshop is intended as a supportive environment, the function of which is to help students realize their vision and push their scholarly limits. It is 0 credits in the Autumn Quarter and 100 credits in the Winter Quarter. 
 
This is a required course for 4th-year Human Rights Majors, unless they are writing a human rights related BA Thesis in another major that has its own workshop. 

The international human rights regime took form in the shadow of the atom bomb and WWII, a historical juncture which, for many, marked the limits of techno-scientific rationality and progress. Utopian narratives of inevitable, technologically-driven social and economic progress nonetheless remain a cornerstone of American political and cultural imaginaries. In this course, we will draw on anthropology, law, and allied disciplines to explore the ambiguous intersections of technological innovation and human rights. Through a series of case studies, the course will consider how new technologies and their allied knowledge practices call into question the foundational categories of human rights law, complicating understandings of the individual, personhood, family, and life. The course will further examine how emerging developments in biotechnology, information technology, robotics, and AI variously enhance and undermine the substantive protections of human rights, including the rights to health, privacy, freedom of expression, security, and indigenous knowledge. Finally, we will consider how human rights norms and institutions can be mobilized to inform and constrain the design and application of potentially threatening new technologies.

This interdisciplinary course explores aesthetics, environmental racism, and a human rights approach to the Commons to inform our perspective on the politics and aesthetics of water from the local to the global. The course will look at issues of scarcity and abundance through the lenses of art and human rights. The course will incorporate work by artist Iñigo Manglano-Ovalle, who will visit the class. Students will consider works by other artists, including Mel Chin, Allan Kaprow, LaToya Ruby Frazier, and Fazal Sheikh, to understand how art can confront the 21st century's environmental challenges. Readings will include Susan Sontag's Regarding the Pain of Others and Fred Moten & Stefano Harney's The Undercommons. The course will include visits to site-specific installations by artists Iñigo Manglano-Ovalle and Mel Chin and visits to Chicago-area natural sites such as the Big Marsh and Lake Michigan. This course is an extension of a collaborative project at the Gray Center for Arts and Inquiry with human rights lawyer Susan Gzesh, artist Iñigo Manglano-Ovalle, and curator Abigail Winograd.

This course will introduce students to the legal architecture of international human rights law. Whilst the legal framing of rights emphasizes universality and the common good, its application reflects the historical compromises and political uncertainties of the times. This course will explore the tensions that are produced when politics meets 'the law' and examine the issues, actors, doctrines and practices that make up the human rights project. As human rights law is evolutive, we will look at how the human rights project has changed and evolved in connection to historical movements and post-colonial politics and has developed in order to address state violence, 'terrorism', minority rights, women's rights, gender and sexuality, transitional justice, health, and responsibility to protect, to name but a few. We will draw on case studies, including the United States, in order to examine the complicated role of the state as both perpetrator and protector and promoter of human rights. Students will be encouraged to think critically about the human rights project; how does it confront the underlying issues of injustice and abuse, as well as the inherent conceptual and structural limitations of supranational human rights mechanisms in addressing and providing remedies for the problems facing the world today.

Documentary Video Production focuses on the making of independent documentary video. Examples of various modes of documentary production will be screened and discussed. Issues embedded in the genre, such as the ethics, the politics of representation, and the shifting lines between "the real" and "fiction," will be explored. Story development, pre-production strategies, and production techniques will be our focus, in particular-research, relationships, the camera, interviews and sound recording, shooting in available light, working in crews, and post-production editing. Students will work in crews and be expected to purchase a portable hard drive. A five-minute string-out/rough-cut will be screened at the end of the quarter. Students are strongly encouraged to take CMST 23931 Documentary Production II to complete their work. Consent of instructor is required to enroll.

In American public discourse, it is common to hear abortion referred to as a "religious issue." But is abortion a religious issue? If so, in what ways, to whom, and why? In this course we will answer these questions by tracing the relationship between religion and abortion in American history. We will examine the kinds of claims religious groups have made about abortion; how religion has shaped the development of medical, legal, economic, and cultural perspectives on the topic; how debates over abortion have led to the rise of a certain kind of religious politics in the United States; and how issues of race, class, gender, sexuality, and the body are implicated in this conversation. Although the course will cover a range of time periods, religious traditions, and types of data (abortion records from Puritan New England, enslaved people's use of herbal medicine to induce miscarriage, and Jewish considerations of the personhood of the fetus, among others), we will give particular attention to the significance of Christianity in legal and political debates about abortion in the twentieth and twenty-first centuries. There are no prerequisites for this course and no background in Religious Studies is required. However, this course may be particularly well-suited to students interested in thinking about how certain themes or areas of study-medicine and medical sciences, gender and sexuality, race and ethnicity, political science-converge with religion and Religious Studies.

This course explores anticolonial worldbuilding through literature, film, art, and philosophy. It focuses on the role of the cultural Cold War in shaping anticolonial aesthetics and politics during the twentieth century as well as its impact on our current political moment. The mid-century was characterized by an expansion of anticolonial festivals, exchanges, and congresses and marked by political crises and coalitional solidarity across Vietnam, Palestine, Cuba, Soviet and US imperial expansion, and the May 1968 student protests. We will explore how Pan-Arab, Pan-African, Non-Aligned/Global South, Marxist-Leninist, Indigenous land rights, and racial justice movements mobilized class, gender, and language politics. Exploring anticolonial literature, film, and art across a multilingual and transnational archive, we will ask how socialist and speculative realism, engaged literature, third cinema, agitprop, and other aesthetic movements generated powerful internationalist imaginations and networks of resistance.

This course introduces students to games of complete information through solving problem sets. We will cover the concepts of dominant strategies, rationalizable strategies, Nash equilibrium, subgame perfection, backward induction, and imperfect information. The course will be centered around several applications of game theory to politics: electoral competition, agenda control, lobbying, voting in legislatures, and coalition games.